German is an official language of Germany, Austria, Switzerland and Liechtenstein, Belgium, Luxembourg and in South Tyrol in Italy. It is also used as an official regional or auxiliary language in a number of other countries in Europe, and in Namibia in Africa. As one of...
Overview material | German
Indonesian is a standardised language that is the official language of government, education, business and the media. It has been and continues to be shaped (for example, in terms of lexicon, grammatical structures and idiomatic usage) by other languages, most significantly...
Overview material | Indonesian
Japanese is the official language of Japan, a nation of islands located in the East Asia region. The Japanese language is also widely used by communities of speakers in Hawaii, Peru and Brazil, and learnt as an additional language by large numbers of students in the Republic...
Overview material | Japanese
The Auslan curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.
There are two possible learning sequences:
Overview material | Auslan
In Media Arts students engage with communications technologies and cross-disciplinary art forms to design, produce, distribute and interact with a range of print, audio, screen-based or hybrid artworks. Students explore, view, analyse and participate in media culture from a range of viewpoints...
Overview material | Media Arts
Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students engage with and develop knowledge of visual arts, skills, techniques and processes, and use materials as they explore a range of forms, styles and contexts.
Through...
Overview material | Visual Arts
In Visual Communication Design, students develop the skills and practice to communicate ideas and messages in visual communications. Visual communication design practice includes the use of design thinking skills and design as a process. Drawing conventions and the use of design elements and principles...
Overview material | Visual Communication Design
Learning languages in addition to English extends students' literacy repertoires and their capacity to communicate. It strengthens students’ understanding of the nature of language, culture, and the processes of communication.
The languages included in the Victorian...
Overview material | Languages
Turkish is the official language of the Republic of Turkey and one of the official languages of Cyprus. It originated many centuries ago in the Northern Siberian Altay Mountain Range. Nomadic people brought the language with them as they expanded out to Turkmenistan, Uzbekistan...
Overview material | Turkish
Students develop knowledge, understanding and skills across the strands of Language, Literature and Literacy. Each strand contributes its own distinctive goals, body of knowledge, history of ideas and interests to the study of English.
In the Language...
Overview material | English
Students acquire communication skills in a Victorian Aboriginal Language. They develop an understanding about the role of language and culture in communication. Their reflections on language use and language learning are applied to other learning contexts.
Learning languages broadens students...
Overview material | Victorian Aboriginal Languages
In Dance, students explore the elements of dance, skills, techniques and processes through the practices of choreography, performance and appreciation. The body is the instrument of expression and students use combinations of the elements of dance: space, time, dynamics and relationships, to communicate...
Overview material | Dance
The Arabic curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Arabic
The French curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | French
The German curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | German
The Hindi curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Hindi
Sequences of learning
The Indonesian curriculum recognises that there are different entry points into language learning across Foundation–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Indonesian
The Italian curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.
There are two possible learning sequences:
Overview material | Italian
The Japanese curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Japanese
The Korean curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Korean
